Developing Embedded Signature Assessments for continuous improvement in teacher education

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dc.contributor.authorMason, Kevin
dc.contributor.authorStanislawski, Debbie
dc.contributor.authorWhitaker, Douglas
dc.date.accessioned2020-06-15T18:30:33Z
dc.date.available2020-06-15T18:30:33Z
dc.date.issued2019-05
dc.description.abstractThe development and use of assessment systems to measure the performance and progress of teacher candidates and inform the continuous improvement of teacher education programs has been a longstanding priority in teacher education for the past 30 years. Teacher educators in the School of Education at a small public midwestern university revised and improved their assessment system by developing seven Embedded Signature Assessments (ESAs). ESAs are formative performance assessments that are implemented in professional education courses to measure a teacher candidate’s performance prior to student teaching and readiness for student teaching. This article describes the development and implementation of ESAs at one university, with attention to the benefits and challenges.en_US
dc.format.availabilityCitation onlyen_US
dc.identifier.citationMason, K., Stanislawski, D., & Whitaker, D. (2019). Developing Embedded Signature Assessments for Continuous Improvement in Teacher Education. The Teacher Educator, 54(2), 171–192. https://doi.org/10.1080/08878730.2018.1520375en_US
dc.identifier.otherdoi:10.1080/08878730.2018.1520375
dc.identifier.urihttps://hdl.handle.net/10587/2126
dc.language.isoenen_US
dc.subjectEmbedded Signature Assessmentsen_US
dc.subjectPerformance assessmenten_US
dc.subjectTeacher education programsen_US
dc.titleDeveloping Embedded Signature Assessments for continuous improvement in teacher educationen_US
dc.typeArticleen_US
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